We would like to develop online course materials (expository material, problems sets, practice problems) concerning probability and the scientific method appropriate in difficulty and sophistication for our undergraduates (existing materials are not sufficiently challenging), for use in a large introductory logic course in which a portion of student work is computer-graded.
Jinyi and Laura have been working with Prof. David Porter (Department of English) since December 2011 testing and evaluating a pilot version of his Chinese Character Trainer Application for use by our First-year Chinese students. The App uses stroke animation to show stroke order and direction for writing a particular character, and then allows the student to practice writing that character on the device’s touch screen. The App provides immediate audio sound effect and visual feedback on each stroke drawn by the student. There are also levels for training, flashcard, and testing to take our students from the first encounter with a character to writing it accurately from memory. A trial version of the App, including characters from two lessons of AL101, was made available to our enrolled students this past semester (W12), most of whom (78%) owned the requisite touch-screen mobile devices. The App was also installed on two iPads purchased by the Language Resource Center for dedicated use in the Center by our students without devices. Student feedback was positive but limited because of (a) students’ initial difficulties downloading the App, (b) the small number of lessons then available on the pilot version, and (c) the fact that neither Jinyi nor Laura own a touch-screen mobile device to demonstrate the App’s multiple functions and help students troubleshoot. The App represents the first curricular introduction of mobile app technology into the Chinese Language Program at the University of Michigan. For the instructors, Jinyi and Laura, this is our first experience introducing mobile app technology into our Chinese language instruction. For a demo of App functions, please click on https://www.umich.edu/~zhongwen/animation/index.html → YouTube → Chinese Character Training App.
In statistics courses like Psychology 401/509, some students tend to focus on recording exactly what the instructor says. The problem with this is that, in focusing on the minutiae of the material, these students lose the bigger picture, the logic of what is being taught. I want to use lecture-capture technology to address pedagogical and logistical issues with my statistics course(s). By allowing students to replay lectures as podcasts or streaming content, they will be able to concentrate on the broader issues during lecture, while focusing later on the more minute aspects of the material. Just as important, perhaps, is the fact that I will be able to create “how-to” videos in using statistical software such as SPSS. To enact this plan in Fall 2012, I propose to purchase a tablet PC, an external microphone, and lecture-capture software.
In a partially flipped advanced physical chemistry courseswhere some of the traditional lectures are made available before class meetings and class time is used for active learning. This project aims to introduce digital smartpens capable of recording both written notes and synchronized audio as a way of capturing small group breakout sessions for later review by the students. Student self-assessment done on the notes can be transmitted electronically to the instructor in order to provide detailed guidance for lectures that can address misconceptions.
Problem solving is a very important higher-order cognitive skill and a crucial element in the study of chemistry. However, students seem to believe that this activity does not deserve too much effort and they develop the attitude that arriving at the answer is more important than understanding the process of solution. This is due in part to the way problem solving examples are presented in textbooks and during lectures. From these presentations students see a clean, elegant solution, having little in common with the uncertainty and the fuzzy thinking that they experience when they try to solve a problem by themselves. The purpose of this proposal is to help students develop creative solutions to problems. To accomplish this goal a series of examples will be recorded and posted. These examples will teach students how to: - Extract relevant information - Relate it to familiar concepts, definitions, and equations - Decrease the complexity of the problem by breaking it down into sub-problems - Make the problem visible by translating it into pictures, diagrams, or graphs.
The field of contact linguistics emerged in the late 1880s when philologists like Hugo Schuchardt discovered that creole languages, as mixed languages, did not neatly fit in the linguistic genealogical tree that historical linguists had designed. The unique multilingual context of their emergence made a comparative study of creoles even more important. While there has been for the past decades numerous studies comparing linguistic features across creoles, there is to date, no database of naturalistically occurring creole speech data that would allow students and scholars alike to systematically compare and contrast naturalistic data across creole languages. This project proposes to fill this gap by designing a database of comparable data. The methods of data collection we use (subjects are asked to narrate a story by looking at a wordless picture book) will allow us to obtain the consistent and comparable type of data (in terms of lexicon and grammar) we seek to collect.
The CHEM 260 Honors studio was originally developed to address the need for an appropriate textbook in the general CHEM 260 Chemical Principles course, and is open to all students. CHEM 260 serves as an intermediate between general chemistry and upper-level physical chemistry courses, and is required for all chemistry and biochemistry majors. No textbook exactly conforms to the unique academic level of the course, so the CHEM 260H studio was designed as an avenue to create a student-generated quantum chemistry textbook at the appropriate level. To encourage creative learning and increase usability, the textbook format was shifted from written text to wiki-site entries, however the textbook has never been incorporated into the general course. The work in this proposal aims to integrate the CHEM 260H studio into the general CHEM 260 course. Currently the general course is undergoing changes to include interactive lecture and discussion within class sessions, as well as emphasize connections between course topics to underlying physical chemical principles. Simultaneously, the Honors studio will be transformed to cover all course topics including quantum chemistry, chemical thermodynamics, and kinetics. The students will generate wiki-textbook entries aligned with course goals, where the entries will specifically connect various chemical applications to underlying physical principles. Likewise, the entries will include problem sets and answer keys, as well as student discussion of common misconceptions. The synchronized development of CHEM 260 and CHEM 260H will allow for integration of the wiki-textbook into the general course curriculum, benefiting both honors and general course students.
Though I have been teaching this lecture course in various incarnations for decades, well before I came to Michigan in 1994, the purpose of this grant application is give me time and resources to accomplish a major overhaul, which will concentrate primarily on improving student learning through the use of technology. The subject matter of the course offers a range of challenges. Many students sign up to learn about the American family because they assume it will be an “easy ‘A’”. They grew up in a family, after all, how hard could a course on the family be? They are immediately disabused of this assumption, but many become intrigued in spite of themselves with the content, because in many ways they learn a history that offers them insight into their own subject positions as family members: sons and daughters, brothers and sisters, possible future parents, same sex partners, etc. Only a few understand how the public and private spheres are mutually constructed. I began teaching this course at Michigan when I arrived in 1994. For reasons detailed below I applied and received a CRLT grant in 2001-2, which enabled me to completely reconstruct the syllabus, and rewrite new lectures from scratch. At that time, I also explored ways to utilizing film and, recognizing, as many of my younger colleagues already had, the potential power of images as a teaching tool in history, I used much of the grant money to hire a graduate student who helped me search for images (both scanning and using the web) and powerpoint all the new lectures. In many ways the result was a new course with the same title. I became proficient in the technology relatively quickly, and have since utilized it successfully in my other courses. Since then, I have spent a great deal of my time trying to stay up-to-date with teaching technologies and continuing to introduce and revise content, but I feel strongly that I am falling behind, and it is time to step back once again and review, rethink, and innovate. With this grant, I plan to hire a graduate student who taught this course as a GSI and has become intimately familiar with its goals and content to collaborate with me on another radical revision of the course. The student I have in mind, Laura Ferguson, who is already eager to work with me, has been helping me informally in the last several years with downloading and transforming web content—including news reports, podcasts, etc. for easy use in my classroom. She has also offered technological expertise, and taught me how to more effectively using Ctools. I plan to use the entire range of her skills to assist me in implementing the overhaul of this course. I plan to expand and rationalize student access to new content by experimenting with and evaluating the effectiveness of new teaching tools that have become available in the last decade. With a graduate assistant who can explore technology with a mind to specific applications in the course, my plan is to improve student learning with an emphasis on critical thinking. Finally, I plan to become more proficient in as many of the technologies we utilize as quickly and as efficiently as possible, so that by the end of the grant period I’m less dependent on others.
This project aims to create a user friendly database that will allow a hands-on interaction, of both study and research, with 3000 slides that represent multiple facets of Middle Eastern environment _ÑÐ geography, archaeology, and culture. By integrating various existing tools such as Google Earth and Site Builder, as well as texts, bibliographies, time tables, glossaries, and indexes that we will create, the database will allow students to navigate through the collection, intersect and correlate the material they need, and pursue their own path of study and research. The database will become a central component of the learning experience for ACABS277, but will also be available to the entire university community (access with U of M unique name and password) and available to use by other courses and instructors. Language course of Middle Eastern languages, both modern and ancient, as well as courses on history, politics and culture, can all benefit from this resource.
This project will enhance the Pedagogy of Action program, which is a yearlong program comprised of DAAS 443, 468 and 469, using multimedia technology and Internet web tools. These courses use focus on personal interactions, training and readings around HIV prevention and education both domestically and internationally. Students learn an oral methodology that they use to train local community members to become HIV educators. This project will complement the written and oral components of the course using new multimedia technology to document teaching experiences, interviews and program impact. These experiences will be showcased through new web sites that will allow new international opportunities for students, alumni and program stakeholders. We are currently investigating which web vessel will be most appropriate including Google Sites and Word Press to facilitate this process.
The goal of this project is to examine the capabilities and potential of the internet interface as a way of producing nonlinear documentaries. Interactive video editing software such as Kuroshov will change the conceptual and technological forms that documentary could take as film and video migrate to the internet. Instead of merely functioning as a passive archiving and distribution tool the functions of the internet itself can be used as a
This project extends an effort initiated under the Teaching with Technology Institute to construct interactive graphic editions of poems to provide undergraduate and graduate students a new way of experiencing such fundamental poetic devices as rhythm, allusion, metaphor, analogy, and ekphrasis. While the students in my courses are keenly interested in how poems work, they frequently lack a strong grounding in poetic devices, the study of which had once been a standard feature of any literature curriculum. The purpose here would be to allow multiple ways of looking at a given poem, for example, by instantly mapping its stresses and arranging them into rhythmic patterns, playing musical examples of the same patterns, highlighting syntactic parallels hidden in the text, and revealing on-screen images and quotes referenced in the poem. The purpose here will be to present a new and inviting way of reading, a kind of "pop-up video" approach to rich literary texts.
"Translating Human Rights" is a new course being offered jointly through CICS (the Center for International and Comparative Studies) and the Department of Comparative Literature as a 400-level seminar, with the intention of making it a regular course offering in Comparative Literature and in the humanities track of the fast-growing International Studies degree. I have already been awarded a Human Rights fellowship to develop the reading list (which will bring together first-person translated accounts of systemic discrimination with theoretical discussions of translation, postcolonial studies and human rights), and seek an ITC grant in order to properly map the students' encounters with these texts of world literature. In the past I have used interactive Web-based applications such as xTimeline and Dipity to map literary texts in time and space, and have also used blogs and wikis (for example, PBWiki) to have students comment on the assigned readings, and on each others' work. In this course, I would like to bring together these different pedagogical exercises (but having students blog in WordPress) to culminate in a final online collaborative site that offers critical commentary on the human rights content of the online literary journal, Words without Borders.
;The Sweetland Writing Center supplements formal writing instruction by providing free services that help students improve their writing through one-on-one dialogue with Sweetland faculty and;trained undergraduate peer tutors, both in person and online. ;Sweetlands Online Writing Lab;(OWL) provides writing assistance to undergraduate students using an asynchronous distancelearning model: ;students submit their writing via a web form and receive feedback from a peer;tutor within 72 hours. ;While the OWL has been increasingly popular over the past several years— usage is up over 100% since Fall 2007 — there are still students who are not served by this;service, specifically those who:• are unable, uncomfortable, or unwilling to visit the Writing Center in person, but learn;better in an interactive setting, and/or• belong to a generation of plugged-in users for whom instant messaging, video;conferencing, and document-sharing are as comfortable as traditional face to face;interactions, and who expect our services to incorporate such technology.In an effort to marry the benefits of physical face to face tutoring with the benefits of online;tutoring, during Fall 2009-Winter 2010 the Sweetland Writing Center is piloting a synchronous;online writing tutorial service, or SyncOWL, through which a student can connect with a tutor to;receive feedback on their writing in real time using Web 2.0 tools. We offer this multimodal;distance-learning service as a model of online collaboration that complements our other writing;assistance services: ;our face-to-face options — faculty Writing Workshop and peer tutoring —and our asynchronous OWL The Sweetland Writing Center supplements formal writing instruction by providing free servicesthat help students improve their writing through one-on-one dialogue with Sweetland faculty and;trained undergraduate peer tutors, both in person and online. ;Sweetlands Online Writing Lab;(OWL) provides writing assistance to undergraduate students using an asynchronous distancelearning model: ;students submit their writing via a web form and receive feedback from a peer;tutor within 72 hours. ;While the OWL has been increasingly popular over the past several years— usage is up over 100% since Fall 2007 — there are still students who are not served by this;service, specifically those who:• are unable, uncomfortable, or unwilling to visit the Writing Center in person, but learn;better in an interactive setting, and/or• belong to a generation of plugged-in users for whom instant messaging, video;conferencing, and document-sharing are as comfortable as traditional face to face;interactions, and who expect our services to incorporate such technology.In an effort to marry the benefits of physical face to face tutoring with the benefits of online;tutoring, during Fall 2009-Winter 2010 the Sweetland Writing Center is piloting a synchronous;online writing tutorial service, or SyncOWL, through which a student can connect with a tutor to;receive feedback on their writing in real time using Web 2.0 tools. We offer this multimodal;distance-learning service as a model of online collaboration that complements our other writing; assistance services: ;our face-to-face options — faculty Writing Workshop and peer tutoring —and our asynchronous OWL ;
The goal of this grant is to enable my own ongoing development of multi-media resources for use in the classroom, and to begin to make my own solutions to some common media problems available to colleagues, whether they are PC based as I have been up until this moment or MAC based.